• Krogsgaard Mccray posted an update 6 months, 2 weeks ago

    05). Academic status did not influence academic self-efficacy. The school type influenced the metacognitive skill component to knowledge and control of process-regulation (disfavoring nursing school) (P less then 0.05). The academic discipline impacted the global metacognition (P less then 0.05) and its knowledge and control of self-component (P less then 0.01). Conclusions Demographic and academic status does impact metacognitive skills and global metacognition scores. Given the heterogeneous level to innate metacognitive skills, this study sheds lights on usefulness to screen learners’ subgroups that require supplementary educational instructions to uniformly optimize metacognitive skills.Background and objective Patients undergoing hemodialysis due to multiple drug therapies, special diet plans, and need to acquire the ability to adapt to physical and mental disabilities require special monitoring. The PRECEDE-PROCEED model is a process for behavior change and can lead to the promotion of self-care behavior. The aim of this study was to evaluate the effect of a health promotion program based on the PRECEDE-PROCEED model on self-care behaviors in hemodialysis patients. Methods This was a clinical trial study that was performed on 67 patients undergoing hemodialysis in Lordegan Hospital that has been distributed in two groups randomly. Data were collected using self-care assessment form according to the PRECEDE-PROCEED model. Based on the results of this questionnaire, five educational sessions were held in the fields of knowledge, attitude, enabling factors, reinforcement, and behavioral factors for the samples. Data were analyzed using descriptive and analytical statistics with SPSS version 21 software. Results According to statistical analysis before intervention, no significant difference was observed between the mean scores of self-care among the two groups. However, instantly and 3 months after intervention, the mean score of self-care (P = 0/03), knowledge, attitude, reinforcement factors, and behavioral factors (P less then 0.05) significantly increased in the experimental group. Conclusion Based on the results of this study PRECEDE-PROCESS model, the health promotion program increased the mean self-care score of hemodialysis patients. buy SN-001 This program has been able to improve their self-care behaviors by changing knowledge, attitudes, and reinforcement and behavioral factors of patients and is recommending as an application in the nursing of these patients.Background New gamification technology with a detailed understanding of the goals and prospects, and with the help of game elements and techniques, leads to promotion of motivation and participation, and ultimately behavior change. Therefore, this study aimed to evaluate the implementation of a mental gamification from blended learning based on the flex model and efficacy of this program on students. Methods In this study, with the design of mental illness lessons for undergraduate and executive groups, using flex model, two parts of technical and educational design were used. In the technical section, three parts on dynamics, mechanisms, and elements of gaming were considered. Intervention was studied on different groups of medical students including medical, health, and laboratory sciences. Effect of this educational program and its impact on their students’ learning, motivation, and satisfaction was studied using quantitative and qualitative analyses. Results The results of the students’ prospective about the efficacy of the method showed that the mean scores of most of the items were higher than the average. This implies that students’ attitude toward using gamification was positive. In the other part, the qualitative results of the study were analyzed and the students’ analysis of their advantages and disadvantages and their perceptions on the impact of the intervention was examined. Conclusion Based on the flex model, mental gamification based on blended learning is effective in shaping the students’ satisfaction.Introduction Smoking is a significant health problem among Indonesian adolescents and adults. The Indonesian government had issued several policies to alleviate this problem, including placement of pictorial health warning (PHW) on cigarette package. There had been several evaluation studies regarding the effectivity of PHW in urban areas but none in rural areas. This study aims to evaluate the effectivity of PHW in motivating smoking cessation in a rural area in Indonesia. Materials and methods This was a descriptive cross-sectional study conducted in August 2017 in Losari village, Indonesia. Respondents of this study were villagers aged 18-60 years who were active smokers and purchased cigarette with PHW on the package. The research instruments for this study were questionnaire and printout pictures of each PHW approved by the Indonesian government. Results There were 94 respondents recruited in this study. Among them, only 26 (27.7%) stated that PHW motivated them to stop smoking. From the five figures of PHW, a picture of lung cancer was the most effective PHW to motivate smoking cessation. Eighty-one of 94 respondents affirm that there are other factors besides PHW that might motivate them to stop smoking. Most of them agreed that an increase in cigarette price will force them to stop smoking. Conclusions Current PHW used on cigarette package might be ineffective in motivating smoking cessation at Losari village. Further study with larger samples needs to be done to confirm this finding.Introduction Emotional intelligence and learning strategies are among the major requirements for success and academic achievement. The present research was designed and carried out to explore the relationship of emotional intelligence with learning strategies in postgraduate students. Methods The study employed a cross-sectional design and was conducted at Kerman University of Medical Sciences in 2018. Using the emotional intelligence questionnaire by Bradberry and Greaves and a researcher-made questionnaire of learning strategic, we assessed the relationship of emotional intelligence with learning strategies in postgraduate students using a census method (n = 338). Data were analyzed using descriptive statistics including mean and standard deviation and analytic statistics such as Kolmogorov-Smirnov test, ANOVA, t-test, and Pearson’s correlation coefficient at P less then 0.05 significance level. Results This study showed that the mean emotional intelligence score of postgraduate students was 91.12 ± 13.92 and also no significant relationship between the learning strategies and the emotional intelligence in the participants, but the emotional intelligence components showed a positive significant relationship with the learning strategy components, namely self-efficacy, rehearsal, critical thinking, cognitive self-regulation, time and study environment management, peer learning, and help-seeking.

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